Table 4 Joint display table of integration of qualitative and quantitative components

Interest in the film

And maybe these are also films, I think, that I wouldn’t watch in such a private setting, but which I still find totally interesting. And then discussing them with experts afterwards might give me the incentive to say “Cool, I’m actually interested in that. Then I’ll just watch the film. – B5, other health professional students, focus group

And then I just said “Well, then you’ll go when you have time and when the film is good – so if the film appeals to me and the topic comes up again [...], then the discussion will also be interesting afterwards. – B4, other health professional students, focus group

not available

Yes, or that you have met a professor or a doctor where you think “Wow, it would be cool to sit there at some point”. [...] because you just know that [...] a cool discussion is going to evolve [...]. So I think that the discussion is sometimes more important than the documentary or the feature film. Then you have to weigh up a bit. – B2, organising committee, focus group,

The documentary [is] sometimes not so important. [...] I think the discussion is sometimes more important than the documentary or the feature film. You have to evaluate that a bit. – B2, organising committee, focus group

74.0% agreement

Medical students: 76.8%

Other health students: 76.9%

Non-health students: 56.1%

Interest in the topic

You sit at home, somehow looking at the topics and thinking to yourself: “such a difficult topic”. So that’s how I feel then. (laughter) That in the evening I don’t really feel like watching a very thoughtful film. And [M23C] is of course a much better set-up. Simply to be able to say that this is M23C, that’s where I’m going now. [...] I know it will be a difficult subject, but I will certainly benefit a lot from participating. I don’t think I would be up for that at home. – B4, organising committee, medical student, focus group; I always thought about a topic that I would find interesting for me personally and looked for it accordingly. – B2, organising committee, focus group

… to feel that there is so much interest in the topic. – Affected person, expert interview

I took note [that there is] something like that. And I have planned [...] to see what [...] the next events [are]. For which diseases are the next films? I have to admit, however, [that] it [initially] [...] remained with this intention [...] – Expert, expert interview

I simply decide whether I go [to an M23 cinema evening] at all, based on [whether] it interests me or whether it doesn’t interest me. – B2, health professionals, focus group

67.7% agreement

First-time participants: 58.2%

Multiple time participants: 63.3 to 84.6%

Interest in the discussion

I think that [...] then the part why you really attend begins. Because I could watch the film [...] at home, too. But I go there to listen to the opinion of the experts. In other words, that’s when the really important part comes, which in my opinion is [...] already too short. – B6, other health professional students, focus group

Well, I think for me, the discussion is always the most beneficial part. [...] But [...] thinking about it, hearing other opinions and, depending on the situation, hearing aspects that you have never even thought about yourself [...] – that is what I personally benefit from the most. – B2, organising committee, focus group

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At the very beginning I simply found the film exciting. I didn’t know about the discussion [...] at all. And then I kept on coming back because of the discussions – B6, organising committee, focus group; I was really positively surprised because, like [person] B6, I was not aware of the discussion. And to experience that felt great. – B4, organising committee, focus group

64.8% agreement

First-time participants: 49.7%

Multiple time participants: 64.3 to 87.9%

Spend an evening together with friends

I think that with [...] blockbusters, however, a large part of them simply come to see the film with friends and have a nice evening and not primarily because of the discussion. – B6, organising committee, focus group

It’s actually always a very cool evening, if you meet up with friends beforehand and then go there [together]. – B5, other health professional students, focus group

The first time a friend asked me. And then I thought it was pretty cool. [...] Partly you go because you think “Oh, that film is great. I wanted to see it anyway.” And then why not somehow in a setting like that, where you meet fellow students and can have a discussion about it with experts. That’s actually a pretty good bonus. – B6, medical students, focus group

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63.3% agreement

Medical students: 67.6%

Other health students: 52.6%

Non-health students: 54.5%

Broaden my horizon

I would really see it with a catchphrase [...] as broadening my horizons. Because [it] is rather the possibility to get to know such different perspectives [...] – B4, organising committee, focus group

I think it really broadens the horizon somehow. For me at least. Just now [at] “24 weeks” [film]. I didn’t think about how [an abortion] would be carried out. And when you saw it - it’s kind of obvious that the child has to get out somehow. But I wouldn’t have thought that you could take contraceptive drugs and then have to have [the baby] and give birth. But it all makes sense, because it doesn’t disappear just like that. [...] But to see that for once. Not to say “[...] I don’t want the child now, let’s get rid of it, quickly” but to see what was behind it all, I found it quite interesting. – B3, other health professional students, focus group

And that not only the medical perspective […] is considered, but also the personal side and what actually happens when the job of a doctor is done. – B6, other health professional students, focus group

The fact that there is an attempt being made to bring medicine more in touch with social issues. Or vice versa, to integrate socially relevant topics into medical courses and thus bridge the gap. In other words, to somehow broaden the horizon a little to the left and right. – Expert, expert interview

You are not limited to the subject matter alone, as you are in your studies, but [...] you broaden your horizon even further and then receive significantly more input than if it were really just a course per se. – B1, medical student, focus group

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55.2% agreement

First-time participants: 46.3%

Multiple time participants: 48.5 to 75.0%

Learn something

Whenever I am there, I have learned something afterwards. [...] I learn something from the colleagues. I learn something from the students, from the questions the students ask. Sometimes there are very clever people among them. They really know what they’re doing. You can only kneel down when they make their comments. Or about the patients who are there [...]. Or from the prosthesis maker. You can always learn something. – MS, narrative interview

Yes, as a side effect [...] So I don’t have a bad conscience that I go there now and don’t have to learn. [...] But I can [learn there] or do [it] subconsciously. – B3, organising committee, focus group

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41.9% agreement

Medical students: 38.7%

Other health students: 52.6%

Non-health students: 45.5%

Think outside the box on this topic

And not only the medical side of the whole thing is considered, but also the personal side and what actually happens when the task of the doctors is over. And I’ve often heard from doctors or physicians I’ve been with that they think that the medical side gets far too little attention in their studies. So that’s their opinion, [that] I can’t judge. And I actually think – I hope – that doctors will be able to look beyond this medical edge through the M23 cinema. – B6, health professionals, focus group

not available

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37.5% agreement

Medical students: 37.8%

Other health students: 41.0%

Non-health students: 31.8%

Interest in the experts

You really need [...] a lecturer who has experience in this. So that he or she can also stimulate the discussion a bit. Simply [...] can also guide the discussion a bit towards a few aspects. Where the students don’t just ask questions, but where the lecturer also stimulates a certain discourse. – Expert, expert interview

I always find it exciting to see how the different experts perceive the films differently. – Affected person, expert interview

[...] I also think it’s really cool [...] that experts come, some of whom are highly respected people, and then really come there [...] and [...] get involved in such a discussion. [...] And that is also simply [...] a [unique] opportunity. – B5, health professionals, focus group

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But with the other films, the discussion [...] with the experts didn’t help me that much. – B3, medical students, focus group

33.8% agreement

Medical students: 34.8%

Other health students: 34.6%

Non-health students: 27.3%

Balance to my studies

I think it’s a great way to balance out the rest of my studies. – B5, organising committee, focus group; I think because it was simply something different. It was in addition to the normal university programme and you could somehow do something nice with your fellow students in the evening. – B1, medical students, focus group

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32.3% agreement

Medical students: 38.1%

Other health students: 26.9%

Non-health students: 9.1%

Helps me move forward personally

The benefit curve [has now] flattened out a bit, but at that time it already helped me enormously, because I [...] was simply in regular exchange with fellow students, with professors about topics, about trisomy 21. – B1, former organising committee, group interview

But at that time I think it did help me, definitely. – B1, former organising committee, group interview

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28.5% agreement

Medical students: 30.4%

Other health students: 26.9%

Non-health students: 21.2%

Get motivated to deal with medical topics

You should somehow realise that learning can also be fun. It should not only be [...] about learning, but also about having fun. – B1, former organising committee, group interview

I also think [it’s] simply [about] motivation. I was involved in medicine and it was fun. (Laughter) Which is not always necessarily the case. – B6, organising committee, focus group

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27.7% agreement

Medical students: 29.5%

Other health students: 28.2%

Non-health students: 18.2%

Get to know different specialist areas

But then, of course, there are also topics [...] that one has already dealt with a lot [in one’s studies], but perhaps has not [...] had the opportunity to get to know those affected or other disciplines. – B5, organising committee, focus group

not available

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20.4% agreement

Medical students: 19.0%

Other health students: 23.1%

Non-health students: 24.2%

Looking for a partner

not available

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12.1% agreement

Female participants: 9.8%

Male participants: 19.6%

Participants of other gender: 0.0%

Get to know myself better

I don’t know if it really benefits [...] my profession in particular. But I would say that it definitely benefits me, [...] that perhaps one becomes more open [towards] some attitudes [...]. And maybe take other opinions to heart [...]. I think it does bring something, but more for me than for my profession. – B5, health professionals, focus groups

not available

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5.6% agreement

Medical students: 7.1%

Other health students: 2.6%

Non-health students: 1.5%

Meet other medical students

Just to meet people, to see what’s interesting. – B2, organising committee, focus group

not available

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5.4% agreement

Medical students: 5.7%

Other health students: 5.1%

Non-health students: 4.5%

Network

There is [...] often the possibility that we [...] have experts from LMU (Ludwig Maximilian’s University of Munich) or TU (Technical University of Munich) there. [...] It is often the case that after the discussion [...] students go back to the doctors and ask questions, and I think this sometimes leads to a doctoral thesis. [...] By talking to someone in person, [...] it is always something different than when you write an email. [...] This sometimes creates opportunities that you wouldn’t necessarily have otherwise. – B2, organising committee, focus group

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3.3% agreement

Medical students: 3.6%

Other health students: 1.3%

Non-health students: 4.5%